Evidence Guide - QCT

1 Evidence Guide Transitioning to full registrationThis is a QCT resource for provisionally registered teachersDeveloped from AITSL s Guide to Transition to Full RegistrationTable of ContentsIntroduction 3 Annotations 4 Context 5 Evidence 5 Appendix 1: Examples of Evidence By descriptor 7 Professional Knowledge STANDARD 1 8 STANDARD 2 11 Professional PracticeSTANDARD 3 14 STANDARD 4 18 STANDARD 5 21 Professional EngagementSTANDARD 6 24 STANDARD 7 26 Appendix 2: Evidence mapping template 28 Appendix 3.

2 Presenting examples of Evidence 32 ILLUSTRATION 1 Evidence -based reflection Using a single activity to address multiple ASPT descriptors 33 ILLUSTRATION 2 Evidence -based reflection Presenting a range of annotated documents to demonstrate a specific Standard 34 TRANSITION TO FULL REGISTRATION - Providing Evidence of practice 3 Evidence used to demonstrate achievement against the Standards will: be drawn directly from the teacher s work be derived from a range of sources and must include: - Evidence of student learning- observation of the teacher s teaching be annotated to reflect achievement of the Standards by taking account of each of the descriptors show impact on student developing Evidence teachers should: work from their usual teaching context and draw on documents, observational notes, reflections and resources they use in their school or workplace.

3 Reference more than one descriptor against each piece of Evidence where appropriate and avoid duplication of Evidence use Evidence that comes from multiple sources, for example:- performance data- student work- curriculum, planning and assessment documents- observations and professional conversations or collaborations with colleagues- student/parent feedback- records of guided reflections on practice and development against the Standards ensure the range and context of their teaching practice is illustrated in their Evidence show the link between their teaching practice and its impact on student learning. Showing the impact of teaching practice on student learningEvidence of student learning should be supplied where applicable to a descriptor.

4 Such Evidence may include, for example, student conference outcomes, student work samples demonstrating progress, assessment records demonstrating progress over time, records of feedback, teacher reflection on student learning and needs, and student achieve full registration, Evidence of performance is required at the Proficient career stage of the Australian Professional Standards for Teachers. The Evidence presented by a teacher seeking full registration should cover a broad scope of the teacher s knowledge, practice and engagement. It should demonstrate achievement of each of the seven Standards and take account of each of the descriptors. A piece of Evidence can address multiple descriptors, within and across the TRANSITION TO FULL REGISTRATION - Providing Evidence of practiceUsing AnnotationsAnnotation may take different forms such as handwritten notations attached to a sample of student work or lesson plan, or an explanatory paragraph attached to the Evidence .

5 A piece of Evidence may have one annotation which provides information across a number of areas or multiple annotations covering individual of the form, an annotation should provide enough information so that the work can be understood by others and demonstrate a teacher s achievement of the Standards/descriptors. At a minimum an annotation should: identify the descriptor/s being accounted for and explain links between their Evidence and the specific descriptor/s provide context to the Evidence in order to situate the work such as, what, why and when demonstrate how the Evidence shows achievement of the Standards/descriptor/s identify impact on student Example 2 This lesson sequence on literacy demonstrates my achievement of the following descriptors for Standards 1, 2 and 3 ( , , , , , , , and ).

6 The structure of the lesson sequence on sentence structure and writing show that I understand the curriculum and can design and implement appropriate and well sequenced classroom lessons. The lesson sequence also utilizes a range of learning activities such as group sessions, individual tasks and practical (hands-on) activities all of which cater to different learning needs within the have included with this sequence, assessment data collected during a previous literacy unit as this was used to inform my planning. The assessment data indicated the class needed further work on sentence writing. I developed the lesson sequence to build on students prior knowledge of sentence structure and used this knowledge to help students improve their written work.

7 The lesson sequence includes a student assessment and reflection session which shows that most students in the class increased their sentence writing lesson sequence included a number of sessions using the interactive white board demonstrating how I integrate ICT into my general classroom practice. After observing one of my colleagues using the white board to capture student comments, I included this strategy in my lesson sequence. I used the white board to capture the sentences written by students during the session which we then used to construct a story, giving students an opportunity to participate more broadly. Annotation Example 1My comments to the student on their math work illustrate how I provided feedback to help learning ( ).

8 By providing feedback during the lesson I helped the student to understand how to work through the problem. This enabled the student, as demonstrated in the completion of her work, to successfully finish the set tasks. TRANSITION TO FULL REGISTRATION - Providing Evidence of practice 5It is recognised that the Evidence teachers can provide will vary depending on a number of contextual issues including level of schooling, position within a school, type of school and jurisdiction. Teachers are encouraged to utilise Evidence that is specific to their own context. While it may not be possible to provide direct Evidence against every specific descriptor, for example Strategies to support full participation of students with disability , teachers are encouraged to use annotation to draw links and explain their knowledge of descriptors not directly applicable to their context.

9 For example, a teacher who has not had the opportunity to teach a student with a disability may use annotation to show how teaching strategies they designed and implemented for managing diverse learning needs could be adapted to support the full participation and learning of students with a section provides an illustrative example of how one piece of Evidence may be used to account for a range of descriptors from different also provides examples of Evidence available to teachers categorised into common Evidence of Evidence used to account for multiple descriptorsA single piece of Evidence can be used to address multiple descriptors across the seven Standards. The following examples highlight a range of descriptors that may be covered by a single Evidence piece.

10 This list is neither comprehensive nor example: a single annotated teaching and learning program may:- promote language, literacy and numeracy skills ( )- include Evidence of collaborative teaching ( )- show consistency with curriculum content ( )- utilise ICTs to enhance learning ( ) a single teacher reflection may show:- evaluation of effectiveness of resources ( )- approaches to classroom management ( )- feedback from mentors/supervisors ( )- engagement with parents/carers ( )Examples of Evidence categorised into common Evidence typesTeaching and learning programs and/or unit/lesson plans, for example:- individual learning plans- term, semester or year lesson plans/sequences- across year level lesson plans- resources, tasks and activities developed and used- homework tasks set- outcomes of research that inform program development- mapping of student learning- use of models of learning to develop teaching and learning programs and activities- student directed learning goals- development and display of classroom expectations- classroom layout modificationContextEvidence6 TRANSITION TO FULL REGISTRATION - Providing Evidence of practiceObservations, for example.